service-learning activities are effective in higher education programmes. During the COVID-19 period, universities have implemented this methodology and students have improved their social and practical skills. The purpose of this article is to analyse the role of higher education in the process of adapting teaching based on experiences designed for students to serve the community. This research presents the results of a specific service-learning experience of 35 students from the Teamworking programme during the academic years 2020–21 (online) and 2021–22 (face-to-face), in collaboration with the San Juan de Dios Foundation in Madrid, which provides care for people with disabilities. Students evaluated the experience through a quantitative study based on a questionnaire previously developed by Folgueiras (2013), divided into four dimensions. Students also provided some feedback, explaining that this experience changed their perception of people with disabilities, considering the personal value of contributing to social inclusion through service learning. The results show that through the Folgueiras model, students have strengthened their social skills and competences, and through an applied training project that offers the opportunity to build a real relationship through different activities, where learning was at the centre of the interaction between students and young people with disabilities. In conclusion, although the evaluation was positive in terms of the students’ professional and human development, this project requires continuous improvement in the long term, since the subjectivity of human relationships follows a dynamic course with variables that are sensitive to time and individual experience.

With the rapid development of artificial intelligence (AI) technology, its application in the field of auditing has gained increasing attention. This paper explores the application of AI technology in audit risk assessment and control (ARAC), aiming to improve audit efficiency and effectiveness. First, the paper introduces the basic concepts of AI technology and its application background in the auditing field. Then, it provides a detailed analysis of the specific applications of AI technology in audit risk assessment and control, including data analysis, risk prediction, automated auditing, continuous monitoring, intelligent decision support, and compliance checks. Finally, the paper discusses the challenges and opportunities of AI technology in audit risk assessment and control, as well as future research directions.

The purpose of this study is to determine the relationship between the exogenous variables (administrative support, career placement & employability, academic staff support, institutional factors, and information systems) as service delivery quality dimensions with satisfaction and moderating variable (academic and social integration) between endogenous variables (satisfaction and retention) among undergraduate students from Malaysian private higher education institutions. In order to accomplish the objectives proposed with hypotheses, a model reflecting the relationship between service delivery quality dimensions and satisfaction moderated by academic and social integration towards retention is applied. This empirical study focused on probability-stratified random sampling with a final sample size of 309 students. This study achieved statistically significant positive results by emphasizing academic and social integration as a moderating variable to achieve student retention by linking Perceived Performance Theory and Tinto’s Interactionist Theory from satisfaction to retention. Evaluation of the structural model on the coefficient of determination for the model’s predictive accuracy in this study produced an R² = 0.85 for satisfaction, suggesting nearly 85% of the variance in endogenous latent construct satisfaction is explained by all the service delivery quality dimensions linked to it. As for retention produced R² = 0.74, suggesting nearly 74% of the variance in endogenous latent construct retention is explained by all the service delivery quality dimensions linked together with satisfaction and academic and social integration as moderator. The model has a substantial effect with 0.76 in the Goodness-of-Fit index, indicating that the model has better explaining power.

Temperament education encompasses a wide range of concepts, focusing particularly on emotions within the context of Chinese culture. This article examines emotions through three key aspects: basic concepts, performance analysis, and intentional management. Understanding the basic concepts of emotions is essential. In Chinese culture, emotions are seen as complex experiences that influence individual behavior and social interactions. The seven emotions and six desires highlight the cultural significance of emotions in shaping human experience and communal harmony. Next, emotion performance analysis explores how emotions manifest in different situations. Traditional Chinese philosophy emphasizes the connection between emotions and moral decisions, underscoring the importance of emotional expression for balance and harmony. By analyzing normal stress responses and their variations, individuals can better understand their emotional patterns and triggers, affecting their relationships and decision-making. Lastly, intentional emotion management involves actively shaping emotional responses to achieve desired outcomes. Techniques like mindfulness and reflection can cultivate emotional awareness and control. This holistic approach enables individuals to navigate challenges more effectively, fostering resilience and well-being, ultimately leading to personal growth and enriched interpersonal relationships. By understanding, analyzing, and managing emotions, one can create a more harmonious and fulfilling life. The article establishes an inner clue of temperament education in the conclusion part to make it more vivid and comprehensive. The limitation of the article is much more theoretical than experimental. That’s the future extension of the research expected.

Adult vocational training of higher education institutes has great potential to help workforce coping with uncertainties of the fast-changing Labor market in the era of Industrial Revolution 4.0. However, the lack of clarity regarding strategies for effectively establishing adult vocational training in higher education institutes may hinder progress. The aim of this study was to develop agreed strategies of adult vocational training for higher education institutes in Guangxi Zhuang Autonomous Region, China. The 3-round Delphi method used semi-structured interviews and questionnaires to explore and reach an agreement on the future direction of the strategies. The semi-structured interview was used in the first round to explore the ideas in relation to such strategies. the questionnaires were used in the second and the third rounds to explore further and reach the consensus on expert opinions defined at interquartile range (IQR) ≤ 1. Besides that, Analytic Hierarchy Process (AHP) methods were used to calculate the weights of each consented statements. Through Delphi method, the comprehensive strategies have been articulated with the highlights of 1 vision, 6 goals and 40 actionable strategies. furthermore, the experts commonly highlighted that the vision of future adult vocational training shall prioritizes cultivating skilled professionals with industrial needs, offering everyone accessible opportunities for career development. Besides that, the result also showed that reskilling and upskilling and extending the leaners’ interpersonal networks have been ranked as the two most important goals for future adult vocational training in higher education institutes.

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.